Organization Mission: Provide one-on-one consultations on writing for any discipline, any level and any point in the writing process.

Description: In order to continue staff training, beyond the initial semester orientation, the WIU Writing Center Director and Tutor Coordinator continue to conduct face-to-face staff development meetings. These meetings are once a week throughout the fall semesters and once a month throughout the spring semesters. Topics discussed in these meetings vary from best practice techniques to help students with development, organization and brainstorming to discussing strategies to help students conduct research. Meetings usually begin with announcements and reminders and then move into a lesson or discussion of that meetings topic. Sometimes guest speakers come and other times face-to face mock-tutoring sessions are used to facilitate staff learning and development.

Approach Proposal: I propose every other meeting be converted into an e-learning development module that staff members use to continue their development. This will help solve the problem of finding a time every week when everyone can attend a face-to face meeting. It will also give added benefit to the staff because they can do the development module on there own time and access it as many times as they wish. Depending on the topic chosen for the learning module(s) they can also be recycled and used each semester reducing the amount of preparation time that the Director and Tutor Coordinator have to put into every meeting. This will let them focus more on the reduced number of face-to face meetings and help them become more comprehensive.

In addition, this type of meeting will allow for all writing center consultants to share their ideas and views. In regular face-to-face meetings, conversation is usually dominated by the more extrovert consultants while more introverted consultants keep quite. If each consultant is “required” to make at least one post then their ideas have an outlet and audience. It would also allow for the knowledge, ideas and strategies discussed within each module to be gathered, reviewed multiple times, saved and implemented into further staff development meetings rather than ideas (that are not being written down) being lost in the natural organic progression of face-to-face conversations.

Instructor-led or Learner-led

This training would be a mix of instructor-led and learner-led. The activities, lecture, reading, discussion, any quizzes/assessments of material would be learner-led. However, the Director and Tutor Coordinator would be available for questions, support and discussion.

Synchronous or Asynchronous

This training would again, fall in the middle of being Synchronous and Asynchronous. Everyone involved would complete the training at a different point during the week. However, they would also be able to come together for discussions. This would provide the best of both worlds so staff can complete training as their time allows but also be able to come together to facilitate discussion.

Class Size

The class size would depend on the number of tutors working for the Writing Center. The number would fall between 15 and 20 so the class size would be small allowing for more individual attention and possibility for whole-class activities via online.

Location

Location would require internet access but locations for taking this development training could vary from a computer lab, non-office workplace, learning center, home, dorm-room, outdoors or while traveling. It could be done from a lap-top at any of the locations the learner chose. This would maximize the flexibility of access for the learner in allowing them to be able to do it in various locations.

Pure WBI or blended (hybrid) of classroom training and WBI

This training would be completely web-based. It would include a blend of many forms of learning possibilities to help maximize the amount of retained learning from the staff. It would mix informational, behavioral, cognitive and constructive strategies (Horton, 2002, p. 381). It might also mix websites, books, online help files, video broadcasts, e-mail exchanges and or blog exchanges depending on the topic(s) that were chosen to be covered.

Design Standards

Standards that would apply to the design of this online format would be: all four main groups and the eighteen different aspects of design quality standards (Horton p. 404-405), the Web accessibility standards/World Wide Web Consortium (W3C) (Horton p. 405) and U.S. section 508. Since this online training would be designed for a very small and specific group of people, it is likely that to comply with U.S. section 508 standards an alternative approach would be used. The alternative approach could be using alternative content or claiming an exemption.

The target browser(s) for this training would be Mozilla FireFox 10.1.0 and Internet Explorer. These browsers would be used because they are the primary browsers seen and used by Western Illinois University in the computer labs. They are also widely used by the general student population on their personal computers. File formats that would be used for materials would include browser native formats: HTML, Java/JavaScript, Gif, Jpeg and PNG graphics. The independent formats could include: Audio: MP3, Video: MPEG and the popular web formats Sound: WMA, WAV and Real Audio, Video: Shockwave Flash, Flash video and Quick Time. Also documents: Adobe Acrobat (PDF) and the desktop formats in the applications available from Microsoft Office.

Example Lesson/Development Module

Lesson Title:Tutor Dependency

Length: 2 hours to complete

Target Learning Objectives:

1. Primary Objective: Decide (Horton p. 16)

Writing Consultants will decide a strategy for dealing with a situation of tutor dependency.

2. Secondary Objective: Know (Horton p. 17)

Writing Consultants will know how to identify a situation of tutor dependency and will be able to implement strategies to help correct the situation.

3. Complete Objective: (Horton p. 19)

Learners: Writing Center Consultants

Situation: When faced with a situation of tutor dependency

Action: Identify a situation of tutor dependency/Implement strategies for correcting the situation

Criteria: Reduce the rate of tutor dependency by 50%

Activities: Absorb/Do/Connect:

Absorb: Writing Center consultants will be presented with the absorb activity of viewing an online slide presentation (Horton p. 49) to introduce the topic of tutor dependency.

Do: Writing consultants will engage in a discovery activity (Horton p. 105) by reading a case study containing an example or situation of tutor dependency.

Connect: Consultants will engage in a ponder activity (Horton p. 168) in which they will brainstorm ideas for solutions to the case study and post those ideas on the workshop discussion board available inside the Writing Center module on Western Online.

Consultants will also be able to review others postings, reply and discuss to further promote understanding of new ideas and discussions.

Description Design Development Plan:

First, the Writing Center Director and Tutor Coordinator will collaborate to make a short power point presentation slide show detailing the definition of tutor dependency and how it can manifest within the writing center (absorb activity). This will be posted on Western Online inside the Writing Center module available to all writing consultants when they log onto their Western Online homepage.

Second, they will find a case study containing an example or situation of tutor dependency for writing consultants to read (do activity/discovery). Potential places to find a case study example might include a Google search, Western library search, Writing Center lab newsletter or a previous case study developed by Writing Center Director. This case study will be posted as a PDF file along with the power point presentation inside the Writing Center module available to all writing consultants when they log into their Western Online homepage.

Third, the Writing Center Director and Tutor Coordinator will make a discussion module available with the power point presentation and case study reading for consultants to post their brainstormed ideas for possible solutions to the case study (connect activity).

Given the citation information for the Smith and Ragan textbook, the learner will be able to correctly write the information in APA citation form, including correct placement of punctuation.

a) The learner will be able to write an APA citation for the Smith and Ragan textbook

b) Given citation information for the Smith and Ragan textbook

c) APA citation form must be correct including placement of punctuation

Concept

Given ten photographs of wild North American plants the learner will be able to identify three edible plants. All three plants must be classified as edible.

a) The learner will be able to identify three edible plants

b) Given ten photographs of wild North American plants

c) All three plants identified must be classified as edible

Procedure

Given the proper ingredients and the step-by-step guide the learner will be able to make oatmeal raisin cookies from scratch. The learner must complete each of the steps in the recipe in order and the finished cookies must match the photograph of the cookie made by the instructor. a) Learner will be able to make oatmeal raisin cookies from scratch

b) Given the proper ingredients and the step-by-step recipe guide

c) The learner must complete each of the steps in the recipe in order and the finished cookies must match the photograph of the cookie made by the instructor.

Principle

Given a beaker of water and 4 different types of materials (such as a pencil, a rock a piece of paper and a piece of aluminum foil) the learner will be able to predict which materials will float and which will sink, by observing the nature/makeup of the materials and then testing their prediction(s) by placing the object in the beaker.

a) Learner will be able to predict which materials will float and which will sink

b) Given a beaker of water and 4 different types of materials

c) By observing the nature/makeup of the materials and then testing their prediction(s) by placing the object in the beaker.

Problem Solving

Using Microsoft Power Point the learner will be able to create an instructional concept video clip that illustrates one of the seven visual elements of design (line, shape, color, form, texture, space and value). Each slide must also represent one or more of the visual principles of design (contrast, movement, rhythm, pattern, balance, unity and emphasis). The slide show must include at least five slides all of which must contain some form of animation.

a) Learner will be able to create an instructional concept video clip that illustrates one of the seven visual elements of design (line, shape, color, form, texture, space and value). Each slide must also represent one or more of the visual principles of design (contrast, movement, rhythm, pattern, balance, unity and emphasis).

b) Using Microsoft Power Point

c) The slide show must include at least five slides all of which must contain some form of animation.

Psychomotor

Given an 11x14 piece of white mat board, utility knife, ruler and triangle the learner will be able to measure and accurately cut an 8x10 mat window for an 8x10 photograph. There must be equal measurements on all four sides of the cut mat and no cuts or pencil lines that exceed the inner window of the mat, leaving the front side clean and free of errors.

a) Learner will be able to measure and accurately cut an 8x10 mat window for an 8x10 photograph

c) There must be equal measurements on all four sides of the cut mat and no cuts or pencil lines that exceed the inner window of the mat, leaving the front side clean and free of errors.

Attitude

When selecting a slice of pizza from the CiCi’s pizza buffet and given the choice between cheese, pepperoni, sausage and veggie, the learner will choose the veggie slice at lease two out of four times.

a) The learner will choose the veggie pizza

b) When selecting a slice of pizza from the CiCi’s pizza buffet and given the choice between cheese, pepperoni, sausage and veggie

c) At least two out of four times

Cognitive Strategy

Given a paper and pencil the learner will be able to use a learning strategy to recall the major art movements discussed in Art History, combined volume 4th edition by Stocksted and Cothran. The learner must complete the task in the 50 minute class period and must include all major art movements.

a) Learner will use a learning strategy to recall the major art movements discussed in Art History, combined volume 4th edition by Stocksted and Cothran.

b) Given a paper and pencil

c) Learner must complete the task in the 50 minute class period and include all major art movements.

2. Convert the goal into a representative “test” question. Performance assessment: Given the necessary tools, fold a cloth napkin into a pyramid fold as demonstrated in class. The steps must be completed in proper order. A checklist will be used to evaluate performance.

3. Give the problem to several individuals who know how to complete the task and do one of the following: observe them completing the task and either write down or video tape the steps they go through, have then talk out load through their thought process as they complete the task. Have the individual complete the task and then write down the steps they go through. This task was given to special event waiters in preparation for a museum fundraiser event. I observed the waiters completing the task and wrote down each step they went through.

4. Review the written steps or replay the video-tape of the expert completing the task and ask questions about the process. (What? When? Where? How? Why?). I reviewed the steps I have written down by observing the waiters. I also watched a video and studied a step by step picture guide on the folding process.

5. If more than one expert is used in steps 3 and 4, identify common steps and decision points used by the experts in steps 3 and 4. Steps in this process can only be completed one way to achieve the proper fold. So there was no variation in the way each waiter made their decisions.

6. Identify the shortest, least complex path for completing the task, noting factors that require this simpler path. As noted in step 5, steps in this process are straight forward and can only be completed in one way to achieve the proper fold. Therefore there is only one path for completing the task successfully. There are no outside contributing factors that would cause the steps to change. The shortest least complex path is illustrated in the steps listed in step 9 below.

7. Note factors that may require a more complex path or more steps. N/A. There are no factors in this task that require more complex paths or steps. If the same steps are followed in the right sequence then the proper fold will be achieved.

8. Select circumstances, simpler or more complex paths that best match the intentions of your goal. N/A. As noted in the previous question, there are no other complex steps or paths that could be revisited for this task.

9. List the steps and decision points appropriate to your goal.

a. Recall steps to folding napkin into pyramid foldingb. Collect napkin to start foldingc. Lay napkin face down in front of you on flat surfaced. Fold the napkin in half diagonally so that the napkin is now in a triangle shapee. Decision Point: Does napkin resemble a triangle? If not, repeat steps c and d.f. Rotate the napkin so that the open end faces away from you and the long folded (closed) end is directly in front of you.g. Locate the right cornerh. Fold the right end (corner) up to meet the far corner.i. Locate the left cornerj. Fold the left end (corner) up to meet the far corner. Now the napkin will be in a diamond shape with the seam running down the middle.k. Decision Point: Does the napkin resemble a diamond shape? If not, unfold and redo steps c-f.l. Turn the napkin over still keeping the open end facing away from you (as in step e)m. Fold the napkin in half by bringing the top point of the diamond back down to the bottom point.n. Turn the napkin over again, this time keeping the open end facing you.o. Pull the napkin up along the center seamp. Decision Point: Does napkin resemble a free standing pyramid? If not try again and repeat steps a-o. 10.

10. Confirm the analysis with other experts.Experts (waiters at the museum) were observed completing this task.

C. Results from Information Processing Analysis The results from this Informational Processing Analysis (task Analysis) are listed below including major enabling tasks labeled as (1.0, 2.0, 3.0 ect.), subtasks labeled as (1.1, 1.11, 2.1, 2.11 ect) and prerequisite skills labeled with an asterisk*. These results are a revision of the steps listed in step 9 and have been grouped appropriately with subtasks added.

Written tasks, subtasks and prerequisite skills

1.0 Recall major steps to folding napkin into pyramid fold

1.2 Collect necessary tools

1.3 Lay napkin flat

1.4 Fold over

1.5 Rotate napkin

1.6 Fold right corner

1.7 Fold left corner

1.8 Turn napkin

1.9 Fold napkin in half

1.10 Turn napkin

1.11 Finish

2.0 Collect necessary tools

2.1 Collect napkin to start folding

2.11 Recognize napkin*

1.0 Lay napkin flat

3.1 Lay napkin face down in front of you on flat surface

4.0 Fold over

4.1 Fold the napkin in half diagonally so that the napkin is now in a triangle shape.

Setting: This lesson will be taught in an undergraduate college classroom with 20 students and 20 desks/chairs arranged in rows, facing a pull down big screen with instructor’s desk and computer.

Learning Objective: Students will be able to recall the specific steps included in the Smith and Ragan’s Instructional Design Process Model for designing and delivery of effective instruction. Given a blank piece of letter size paper the students will be able to draw an exact copy of the Instructional Design Process Model on p. 10 of the Smith and Ragan text including the three main boxes with each box labeled appropriately as well as the smaller boxes within the main three boxes with the correct text written in each box. All words must be spelled correctly and all lines and arrows correct.

Instructional Strategy: The following instructional strategies will be used:

Explain (providing context and clarification of material)

Model the memory task

Group response with teacher

Group response without teacher

Individual response

Repetition to the state of automatically

Systematic practice and review over an appropriate period of time

Overt practice, verbalizing and writing the memory outcome

Chunking of items into manageable sets

Approach: An expository approach will be followed. Sequence of events will be to introduce material, lead mini lessons, review and practice. Lessons:

To introduce the students to the material the instructor will use an animated power point that will illustrate each piece of the Smith and Ragan Instructional Design Process Model by breaking each big piece (Analysis, Strategy and Evaluation) into separate sections of the presentation. In each of these sections (Analysis being the first) the power point will be animated to bring in each part of the sections to show the students visually how they are illustrated. Then they will be shown all put together at the end. During this presentation the students will physically draw each piece on notebook paper as they follow along with the instructor’s power point.

Next, the instructor will lead the students through mini lessons meant to separate and break down the three main sections (Analysis, Strategy and Evaluation) visual elements of boxes and arrows and the text into pieces for better comprehension and memorization. These lessons will include practicing drawing and memorizing each piece of the process. After giving the students 5 minutes to study their drawings, students will be asked to put away their drawings. On the computer overhead projector or black board (which ever is available to instructor) the instructor will draw the first main box for Analysis then they will ask the students as a group what comes next. This lesson will ONLY include the visual or illustrative elements (the boxes and arrows). This will continue until the first section is completed. This activity will be continued until all the sections are completed.

After the students have reviewed and practiced the visual parts of the diagram the instructor will lead the students through another mini lesson designed to help them memorize the text. Each main section (Analysis, Strategy and Evaluation) will have a type of mnemonic device attributed to it to help students remember the information in each section. For example three sentences that the students can use would be: Analysis: “This is the analysis of how learners do their learning tasks in their learning environments and then write their test items.” Strategy: “Use strategy to determine organization deliver and management strategies to write and produce instruction.” Evaluation: “This evaluation will conduct a formative evaluation and finally revise instruction.” If time allows the students may practice making their own mnemonic devices that best help them remember the information.

Evaluation: At the end of class the instructor will ask for any questions and feedback from students. After students take the exam in which they have to reproduce the Smith and Ragan Instructional Design Process Model exam results will be evaluated and if necessary instruction will be revised.

Instruction/Tutorial:http://htmldog.com/guides/htmlbeginner/ The instruction I chose to evaluate was HTML Dogs beginner tutorial that addresses writing basic web HTML code. The target audience is anyone who wants to learn the basics of writing code. The tutorial states that it is for those people who are completely new to web design. It is part of a larger group of online tutorials based in the book called HTML Dog: The Best Practice Guide to XHMTL & CSS by Patrick Griffiths.

The contents of the tutorial included eleven categories or sections called: getting started, tags/attributes/elements, page titles, paragraphs, headings, lists, links, images, tables, forms and putting it all together. A supplantive strategy was used for the design of this tutorial. Each section combined text instructions with examples and hands on application for the user to practice as they move through the lessons. The tutorial states that upon completion, the learner will have a basic understanding of HTML language and methods.

Part 2. Description of Procedure Used in Evaluation

I asked my friend and co-worker at the Western Illinois University Writing Center to complete the instructional tutorial. The learner was 25 years old and had never used HTML. However, they were very interested and motivated to learn more about it. The learner was also proficient in using computer programs and software such as basic web navigation and Microsoft programs. I sat down with them and instructed them to follow the “read-think-aloud” method as they went through the instruction. During the course of the lesson, the learner had no problem using this method as it is a best practice method used at the writing center. As the session proceeded, I took notes on their progress as well as insights, questions and comments. There were several times during the instruction, that they had questions about what to do, so we worked through the problems together and I asked additional questions to get their thoughts about the process. The tutorial took the learner an hour to complete. After completing the tutorial I asked the following questions:

1. Did you feel you generally understood the instructions that were given in the tutorial?

2. Did you think the language used in the instruction was clear?

3. How easy was it to follow the interactive examples? Did you feel you immediately knew what to do?

4. Were there parts you did not understand? What were they?

5. Did you find the instruction appealing and interesting? What part(s) did you like best?

6. What suggestions would you give for improvement?

Part 3. Evaluation Summary

In summary, the learner enjoyed the tutorial but had trouble with some of the steps in the instruction. While I observed the learner I observed the following:

a. To what degree did the learner achieve the instructional objective of the instructional product?

The learner achieved the instructional objective of learning a basic understanding of HTML, but felt that the tutorial covered a lot of material on a relatively complicated topic. They also thought that if they were not going to be able to immediately practice or utilize the material then they would have trouble remembering all the various components.

b. Did the learner know what he/she was supposed to do during the different instructional activities?

The learner usually knew what they were supposed to do during the different instructional exercises but sometimes got confused by the actual written code itself. This is really unavoidable and not due to the fault of the instruction as understanding code renders that actual code examples be used in the instruction. (See bottom recommendations for more discussion)

c. Did the learner complete all the instructional activities, or did she/he skip some sections?

Initially, the learner completed all the instructional activities. However, as they became more familiar with the tutorials style they began to skip reading written instruction and go directly toward the exercises. The learner expressed that the lengthy explanations surrounding the code caused them to want to drift or skip sections while they were reading.

d. Where there sections of the instruction product that the learner didn’t understand?

At various points during the instruction the learner had to stop and re-read sections in order to try to understand what they were to do next as well as ask multiple questions to try to figure out what was meant. For example, in the getting started section of the tutorial the instruction state: “Now create a folder called 'html' in your C drive (or anywhere else you fancy).” This caused the learner to initially be confused at where to find the C drive. While the learner was computer savvy they were thrown off by the language. If the instruction had not included the “anywhere else” part then the learner would have spent significant time hunting for their C drive. Additionally, the learner expressed that they became overwhelmed by all the written code terminology such as <header> </header> or <body> </body>. However, not all the learners’ experiences were negative. Upon completion of the first section of the tutorial the learner cheered “Wow, it suddenly seems possible to do!”

e. To what degree did the learner find the instruction appealing and interesting?

The learner thought the material was presented well and really liked the step-by-step exercises included in each section. They felt that the inclusion of the exercises helped them grasp the complicated subject. The learner also liked the conversational, informal way that the instruction was written. They expressed that it made the complicated and unfamiliar topic seem more familiar and seem like something that they could actually understand.

My recommendations for this tutorial would be to include visual screen shots of how the learners’ screen should look after they copy/paste the code examples that are given. While this might seem redundant, I think that the addition of such visuals and not just written “visuals” of code would help learners better understand what the written code will look like once it is put into practice. It also might help with the confusion of the terminology used, if it is turned into an exact visual.

In summation, I think this HTML tutorial is a great resource for beginners to use. The friendly conversational tone of the instruction makes it seem like it is something that is able to be learned. The layout and design is easy to follow. The step-by-step examples that walk the learner through each section are invaluable in helping the learner “see” how to use and apply code.

As I worked to formulate a personal informal learning theory, I found myself thinking about my background as a student learner as well as past learning experiences that have influenced me to be the student I am today. I asked myself: What were the particular characteristics of a teacher’s instruction that made a particular lesson resonate with me and provide the means to connect to them and remember them? How can the formal learning theories be blended into a modern and eclectic instructive approach that serves to connect a modern student’s reality to formal school subjects? From these questions my informal learning theory was developed.

My Beliefs on How People Learn

People learn in a variety of ways, but in my opinion, seven main ways stand out. The first, when things connect to their reality and they can apply the skill they have learned to their own life. Secondly, people learn better when the surrounding environment is supportive and conducive to their learning. For example if someone who is sensitive to noise level is trying to study in a noisy disordered classroom then that environment is not supporting their learning. Thirdly, people learn when a teacher’s pedagogy reflects and supports all learning styles such as kinesthetic, visual and auditory. Fourth, when provided with constructive criticism, positive feedback and positive reinforcement. Fifth, when they get their questions answered and are not afraid to ask them. Sixth, when material is reviewed so it can be committed to memory. Last, people learn when they are given the freedom of personal discovery, when lessons are a mix of this discovery and formal teacher centered instruction. If lessons are a mixture of the two types then more formal learners will prosper from more structured teacher centered instruction and those learners who favor more personal discovery will also prosper. Points four and five relate to Bloom’s four features of quality instruction which directly relates to my belief that formal learning theories, models and ideas should provide support for new teaching theories and ideas.

My Beliefs on Effective Instruction

Points four, five, six and seven from my beliefs on how people learn are also points that I believe make for effective instruction. Instructors should always provide constructive criticism, positive feedback and positive reinforcement to their students. If these things are provided then students will feel comfortable and open to expanding their ideas. That is a major part of what learning is all about. It is not getting it “right” it is about learning a new concept or idea, relating that it is understood and then developing or expanding it with evaluation, analysis and study. If students feel comfortable asking questions the obvious outcome is that they will naturally learn more. Question and answer sessions promote discussions and learning from those discussions. As important as answering questions and promoting discussions, is reviewing material. A teacher should make time for reviewing material as well as help students learn effective ways of reviewing so each type of learner can have an arsenal of tools at their disposal to promote memory retention. Last, effective instruction should pair personal discovery and exploration of topic material with formal teacher centered instruction. By combining these two types it will reach more types of learners to promote better learning outcomes.

The Mixed Media Approach (M.M.A.) for Creative Instruction and Learning

As I reflected on my background as a student learner, I realized I have been a chameleon as far as favorite subjects, teachers and classes. But one particular aspect stuck out among the rest. As a fine art student, I have always been fascinated by the world of mixed media, from the processes the artists went through to choose or appropriate the particular media they were using (whether it be computer graphics, paint, ink, glue, cloth, metal, rubber or a ready made object like a book) to their application and use of it in the work they were creating. These artists start with a group of diverse objects and media and form them into a cohesive whole. I think this type of process can be applied new and exciting learning theories.

Upon studying the formal learning theories, I think that they definitely have their place and that pieces of them (like a mixed media piece) should be blended with new and modern ideas. In formation of my informal learning theory, I drew from the more formal learning theories: Behaviorist, Cognitive Processing and Constructivist and principles from the creation of fine art (mixed media works) used them to create my approach: the Mixed Media Approach or M.M.A learning theory and it’s principles of instruction.

M.M.A. Principles of Instruction (PIIC ME!)

Promote independence by letting students try hands-on activities, be involved with lesson development and letting them have the freedom to explore their own ideas about the topic being studied.

Integrate instructional technology and its media into lessons to appeal to students and connect past practices with modern approaches to promote further learning connections.

Include reinforcement to student work, responses and activities that promotes a positive learning environment.

Create accompaniments to material to grab student’s attention.

Mix formal learning theories with new ideas into appropriate lessons.

Explain: provide an environment (either teacher facilitated or student centered) that allows for explanation of material, reflection, review and responding to questions.

Explanation of Principles

Promote: My personal experience with this aspect of my informal learning theory influenced this principle. My high school American Literature teacher allowed me to choose a paper topic that was totally opposed to what she believed. In my quest to “prove her wrong” I ended up learning more than I ever thought I would about the topic thus translating into a memorable and retention promoting learning experience.

Integrate: I think it is extremely important to include the use of technology into the classroom as a way to connect to modern students. Many spend hours of personal time on the internet or with other modes of technology media such as smart phones or ipods. By including learning media such as blogs, wikis and video into the classroom it helps boost traditional instruction methods and promote student interest and connection to their world.

Include: Behavior reinforcement the key principle in the Behaviorist Perspective. It is important for a teacher to remember that their responses to student work are incredibly important to the progression and regression of the student. By reinforcing the wanted behavior (such as students asking more questions or leading discussions) then they will better develop the skills to do the behavior and feel comfortable doing it.

Create: By using modes of creative instruction (such as pulling from the arts, music or theatre) or including aspects of instructional technology to enhance formal subject areas it will help build important long lasting connections for learners. Creativity in instruction is a crucial component of catching and keeping student attention.

Mix: For example if a history teacher wants to try to promote student memory retention, an aspect of the Cognitive Perspective, of important dates in American History they may combine instruction with a student based discovery activity that connects the students personal ideas to the material. This type of activity would serve to connect learning experience with personal experience and interpretation. For this principle of M.M.A, personal discovery can be grounded and anchored in formal instruction. This is just one example of a “mix” of traditional and new ideas that can be implemented in the classroom.

Explain: Providing an environment (either teacher facilitated or student centered) that allows for explanation of material, reflection, review and responding to questions will help support the material being presented. Repetition of such explanations will help students with memory retention.

Conclusion

My informal learning theory: Mixed Media Approach (M.M.A.) and it’s principles of instruction is a direct result of answering the questions: What were the particular characteristics of a teacher’s instruction that made a particular lesson resonate with me and provide the means to connect to them and remember them? How can the formal learning theories be blended into a modern and eclectic instructive approach that serves to connect a modern student’s reality to formal school subjects? I believe the ideas and principles that were put together to form this approach are among the most important for promoting student learning.

Setting:Begin this lesson in the regular classroom, with round tables (or individual student desks pushed together) and set up like those in a formal restaurant. This can be done as authentic as teacher wishes by using fun extras like table clothes, salt and pepper shakers, flowers or flameless candles, menus and place mats. Each table will have the place setting items: napkin, service plate, soup bowl on liner plate, bread and butter plate with knife, water glass, wine glass, salad fork, dinner fork, dessert fork, knife, teaspoon and soup spoon. Teacher should have this set up done before students come to class so students can walk in to the classroom and immediately experience the formal restaurant environment.

Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to correctly identify pieces in a formal place setting. Then divide students into groups of two and one group of three. Each table will have 2 sets of place setting items for 2 groups per table.

Teacher Prep/Supplies: Diagram handout of place setting items (like the example in IDT assignment sheet), blank note cards or cut up recycled scratch paper, 12 of each place setting item, Power point with slides with only images of items.

Lesson Plan:

Pass out diagram handout showing items with their labels.

Have each group write the names of each of their items on pre-made note cards.

Give class demonstration on how to arrange and correctly label each place setting item. Arrange and label items as shown on diagram.

Let groups take turns properly labeling the items with the labels they made in step one. Walk around and observe students offering support as needed.

Once each student has had a turn, conduct a game/race to see who can hold up the name card for the right item the fastest when the image is flashed on power point screen.

Reflection/Review: Teacher conducts a review session answering any questions that students may have.

B. Making a Grilled Cheese

Setting: Classroom kitchen with all ingredients and pans set out.

Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to successfully make a grilled cheese sandwich in 10 minutes.

Lesson:

Give power point presentation going over step by step instructions on how to make a grilled cheese.

Give criteria for a successful sandwich: bread is slightly toasted and cheese is not hard with a time limit of 10 minutes.

Give a live demonstration showing how to make a successful grilled cheese while the class watches.

Then turn kitchen over to students. Observe and offer assistance as needed.

Reflection/Review: Teacher conducts a review session answering any questions that students may have.

2. Cognitive Information-Processing Theory Lesson Plan

A. Formal Place Settings

Setting: Begin this lesson in the regular classroom, with round tables (or individual student desks pushed together) and set up like those in a formal restaurant. This can be done as authentic as teacher wishes by using fun extras like table clothes, salt and pepper shakers, flowers or flameless candles, menus and place mats. Each table will have the place setting items: napkin, service plate, soup bowl on liner plate, bread and butter plate with knife, water glass, wine glass, salad fork, dinner fork, dessert fork, knife, teaspoon and soup spoon. Teacher should have this set up done before students come to class so students can walk in to the classroom and immediately experience the formal restaurant environment.

Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to correctly identify pieces in a formal place setting. Then divide students into groups of two and one group of three. Each table will have 2 sets of place setting items for 2 groups per table.

Teacher Prep/Supplies: Diagram handout of place setting items (like the example in IDT assignment sheet), blank note cards or cut up recycled scratch paper, 12 of each place setting item.

Lesson:

Begin by asking if any of the students have ever encountered, used or set up a formal place setting. Discuss any experiences students have had and use relevant ones to help relate students to teacher conducted class demonstration in step 4.

Pass out diagram handout showing items with their labels.

Have each group write the names of each of their items on pre-made note cards.

Give class demonstration on how to arrange and correctly label each place setting item. As teacher comes to each item, ask students what they think it is and what it is used for. Discuss answers while arranging and labeling items as shown on diagram.

Let groups take turns properly labeling their items with the labels they made to help promote memory retention.

Reflection/Review: Teacher conducts a review session answering any questions that students may have.

B. Grilled Cheese

Setting: Classroom kitchen with all ingredients and pans set out.

Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to successfully make a grilled cheese sandwich in 10 minutes.

Lesson:

Begin with a discussion asking students about any prior experience in making a grilled cheese. Discuss stories and experiences.

Give power point presentation going over step by step instructions on how to make a grilled cheese.

Give criteria for a successful sandwich: bread is slightly toasted and cheese is not hard with a time limit of 10 minutes.

Give a live demonstration showing how to make a successful grilled cheese while the class watches.

Then turn kitchen over to students. Observe and offer assistance as needed.

Reflection/Review: Teacher conducts a review session answering any questions that students may have.

3. Constructivist Theory Lesson Plan

A. Formal Place Settings

Setting: Begin this lesson in the regular classroom, with round tables (or individual student desks pushed together) and set up like those in a formal restaurant. This can be done as authentic as teacher wishes by using fun extras like table clothes, salt and pepper shakers, flowers or flameless candles, menus and place mats. Each table will have the place setting items: napkin, service plate, soup bowl on liner plate, bread and butter plate with knife, water glass, wine glass, salad fork, dinner fork, dessert fork, knife, teaspoon and soup spoon. Teacher should have all but the place settings set up before students come to class so students can walk in to the classroom and immediately experience the formal restaurant environment. Place setting items should be placed on the tables but not in the proper formation.

Transition/Pre-Lesson Discussion: Greet students and announce that they will be learning how to correctly identify pieces in a formal place setting. Then divide students into groups of two and one group of three. Each table will have 2 sets of place setting items for 2 groups per table.

Teacher Prep/Supplies: Diagram handout of place setting items (like the example in IDT assignment sheet), blank note cards or cut up recycled scratch paper, 12 of each place setting item.

Lesson:

Pass out diagram handout showing items with their labels.

Have each group write the names of each of their items on pre-made note cards.

Give class demonstration on how to arrange and correctly label each place setting item.

Have student groups take turns setting up the pieces to their places settings.

Let groups take turns properly labeling their items with the labels they made as a memory booster and interactive/ hands-on component.

Reflection/Review: Have each table conduct peer review/ reflective sessions. Discuss what problems occurred and what they felt about the exercise

B. Grilled Cheese

Setting: Classroom kitchen with all ingredients and pans set out.

Transition/Pre-Lesson Discussion: Greet students and announce to that they will be learning how to successfully make a grilled cheese sandwich in 10 minutes.

Lesson:

Give criteria for a successful sandwich: bread is slightly toasted and cheese is not hard with a time limit of 10 minutes.

Ask students what they think are the steps in making a successful grilled cheese. Make a list of their responses to use to construct a step-by-step guide (as a class) that they will use to make their grilled-cheese.

Give a live demonstration showing how to make a successful grilled cheese while the class watches.

Then turn kitchen over to students. Observe and offer assistance as needed.

Reflection/Review: As a class, discuss student’s experiences and feelings while making the grilled cheese. Use this reflection activity to reaffirm the construction and use of the class developed step-by-step guide. Have students reflect on how their participation in the development of the guide served to help or hurt their successful product. This reflection may be done verbally in class, in a classroom blog or in student writing journals.

Instructional SettingThe instructional setting I chose to observe was an English 180 composition course, here at Western Illinois University.

Description of Learners

There were approximately 20 student learners in this class. All students were freshman, as this is a required freshman course. Most students were between the ages of 18-20, with one older non traditional student. The gender of the students was evenly divided between males and females. There was also a mixture of ethnicities ranging from African American and White/Caucasian to Asian American.

Description of Medium/Media

The instructor used the computer and overhead screen.

Description of Instructors Use of Medium/Media

For this class the instructor mixed traditional writing practices with more modern ones rooted in technology. Through out the semester the students had scheduled days in the class computer lab as well as scheduled days in the regular classroom. For the days they were in the computer lab, the class activities were centered on using the computers to help facilitate the writing process.

During my observations, I observed the teacher conducting a lesson on summarizing sources. By using the computer and overhead screen she showed students examples of quoted passages that needed summarized for inclusion in a paper. Then she instructed the students on the different ways to summarize from the quoted passage. She was able to show the students the changes she was making by using technology to translate her work from the computer onto the overhead screen, so the students could observe the original and see the changes she made to it at the same time. Once she had given the lesson, the students were instructed to use their own computers to practice re-writing the passages on their own.

Correct/Incorrect Use

I believe the instructor was using the media/medium correctly and appropriately to help facilitate student learning. She did a good job utilizing the computer to help the students see the changes visually in “real time” as she did them. By combining a typical instructional lecture with technology in this way, the students could better understand and visualize what was being taught. This method reduced students’ questions and misunderstandings. The students grasped and understood the art of summation quicker than if they were simply being presented the information in a traditional lecture format. They also seemed to enjoy this method of integrated instruction. Since writing is something students typically associate with traditional lecture methods, by integrating using the computer this instructor helped connect historical writing practices into more modern methods helping relate the material better and more successfully to the students.

Rationale for Correct/Incorrect Use

I believe the instructor was using the media/medium correctly because she gave the students the opportunity to see her using it to do the activity and then allowed time for them to practice doing it themselves. In the table “When to Use Computers” on p. 103 of the Smaldino text, it gives examples of situations in which to use computers to enhance student learning. One example stated is in practicing what they have just learned in class, thus resulting in reinforcement of their understanding. In the lesson I observed, it was helpful for the students to practice changing passages on their own. This example of seeing it done and then applying it themselves helped them connect the lesson to its actual application in a composed paper. Building such connections between lesson and application to the “real” assignments is extremely important and in this case the instructor used technology appropriately to help build this learning connection.

While the instructor I observed used the computer appropriately to help students practice what they had learned in the class lesson, the computer can help enhance and facilitate student learning in other composition lessons as well. One example is to help students in revisions of their papers. Todd Oppenheimer (1997) discusses that the computer can encourage practice in writing, as well as make changes to the paper easier. By using computers to write or type their papers, students can see their thoughts on the screen and easily and immediately make revisions if necessary. They can do revisions faster than with a pencil and eraser. Another example is using the computer to facilitate writing discussions. By using programs such as Western Online’s discussion board, students can share their responses, opinions and thoughts on a variety of topics. Smaldino (2012) states, “The ultimate value of computers in education depends on how fully and seamlessly computers are integrated into the curriculum” (p.102) Constructing a lesson or discussion through Western Online’s discussion board is an example of a way to integrate the computer in traditional class discussions. This mode of technology lets the lesson be continued outside of class for additional student learning. To help specify the discussion, the instructor can assign a certain topic and require a certain number of posts each student has to do. The posts can be original thoughts from the student, responses to other students’ posts, or a combination of both. The instructor can monitor the discussion and step in to offer further insights or guide the discussion in the right direction. Students can carry on the conversation over multiple days. They also have the benefit of seeing the conversation as a whole. This aspect helps the students be able to remember what was said and if they forget, providing a mode of constant reference. Furthermore, for more visual learners it allows for them to see the discussion as well as reading it or hearing it. In conclusion, there are multiple ways that writing instructors can integrate computers into their instruction. Whether it be in promoting extra practice of a lesson or helping facilitate and further class discussion computers and technology can aid students in writing classes.

This paper will provide a brief explanation of Fragile X Syndrome (FXS) and answer the questions: How can assistive instructional technologies help kids with FXS? What types of instructional technologies are available to help facilitate communication and are they effective? Some currently available hard and soft assistive instructional technologies will be discussed and shown how these technologies can help promote effective nonverbal and verbal communication in children with FXS. The specific types of technologies this paper will discuss are: the Picture Exchange Communication System (PECS), hardware such as Speech Generating Devices (SGD) or Voice Output Communication Aids (VOCAS) like DynaVox Maestro, Go Talk Pocket, digital picture boards such as MyVoice and software programs such as Picture This and Boardmaker by Mayer-Johnson.

Introduction

Many children with special learning needs can greatly benefit from assistive instructional technologies, specifically in helping to promote communication. For children with Fragile X Syndrome (FXS) these technologies are especially important. Fragile X Syndrome is a genetic disorder caused by a change in mutation of the X chromosome. FXS is the most common form of intellectual disabilities occurring in both males and females. It occurs in approximately 1 in 3600 males and 1 in 4000 to 6000 females with about one-third of boys with FXS having some degree of autistic-behaviors (Abrams 2011; Abrams & Dixon Weber, 2009). FXS is a common cause of autism in male children and usually causes speech delays, which can range from a slow formation or progression of sounds, words and sentences, to no speech development at all. Presently, there is no known cure for Fragile X making it extremely important to provide the best available assistance possible to help give these children extra support to aid in their speech development. Early intervention therapies such as speech and language, occupational, physical and behavior therapies are helpful in addressing the speech delays and other cognitive issues caused by FXS. In addition, there are many available assistive instructional technology options that may be utilized. Children should be carefully matched to the right instructional technology that best suites their stage of development, cognitive level and best matches their strengths and weaknesses. This paper will look at some of these assistive instructional technologies that can help children with FXS make progress in verbal and nonverbal communication.

What is Fragile X Syndrome?

The history of FXS can be traced back to 1943 when Martin and Bell found that a particular form of mental retardation was linked to the X chromosome. However, wasn’t until 1969 that Herbert Lubs developed a chromosomal test for diagnosing Fragile X. This test was not widely used until the late 70s and 80s and even then, was not always accurate (Abrams, 2011). It was not until 1991 that the FMR1 gene was identified as the specific cause of Fragile X. This discovery resulted in the development of two, more diagnostic molecular DNA tests; the Southern Blot analysis and the polymerase change reaction (PCR) (Abrams & Dixon Weber, 2009). These tests were more accurate and are currently the main methods in which Fragile X is diagnosed.

For a (full mutation) diagnosis, an individual will show an abnormal amount of CGG repeats on their FMR1 gene. CGG is the name for the specific pattern of DNA located within the FMR1 gene on the X chromosome. If an individual has an abnormal amount of CGG repeats, the X chromosome appears damaged or broken under a microscope, resulting in the name “Fragile X”. This abnormality is significant because the FMR1 gene produces an important protein to the brain for normal functioning and development (Abrams & Dixon Weber, 2009). In a person with FXS this protein is not produced normally, resulting in a variety of developmental delays.

In the 20 years since the FMR1 gene was identified, there has been progress in understanding Fragile X’s impact on proper growth and development. It is now understood that it can affect many areas such as behavior, intellect, physical characteristics and health. For males, the range of intellectual disabilities varies from minor learning disabilities to severe mental retardation and autism; while females generally present milder symptoms (Abrams, 2011). In addition, FXS can cause attention deficit disorders, speech disturbances and other autistic behaviors.

For children with FXS, speech development is one of the most significant areas affected by the genetic disorder. According to Abbeduto, and Hagerman (1997); Dykens et al. (1994); Turner, Daniel and Frost (1980), and Wolf-Schein et al. (1987) “Delayed acquisition of functional speech, repetitive speech, dysfluency, misarticulations, and unusual prosodic features have been reported” (as cited in Philofsky, Hepburn, Hayes, Hagerman & Rogers, 2004). In contrast to the reported speech delays, Newell, Sanburn, and Hagerman (1983) reported “that relative strengths in receptive language abilities are often associated with X-linked retardation” (as cited in Philofsky et al., p 208, 2004). In sum, children with FXS generally show a significant delay in speech development but also show significant strength in their receptive abilities. These factors are significant because these high receptive abilities, when enhanced with assistive instructional technologies, can result in positive progress in the promotion verbal and nonverbal communication.

Assistive Instructional Technologies and Meaningful Communication

The National Fragile X website defines assistive technology as “equipment that helps the child improve his or her functional capabilities.” It goes on to say “For children with Fragile X who are not yet speaking, the assistive technology might be picture cards, a language board, or a computerized, talking device” (Harris-Schmidt, 2011, n.p.). Many types of assistive instructional technologies exist to help these children. Assistive instructional technologies can include simple devices such as picture cards and white boards to more advanced technology such as electronic devices that can help simulate speech and computers or computer software technologies. For parents, educators or administrators it is important to connect each child to the specific assistive technology that best suites their cognitive, receptive and overall stage of development. Authors Dykens and Hodapp (2001) and Hodapp and Fiddler (1999), suggest that different children with different behavioral and development diagnosis benefit from a variety of intervention approaches which need to be based on the particular child’s strengths and weaknesses (as cited in Philofsky, Hepburn, Hayes, Hagerman & Rogers, 2004, p.215). If children with FXS are successfully connected with technologies that suite each of their specific cases, then it will open important doors to promoting verbal and nonverbal communication. Philofsky et al. (2004) state “recognizing the relative strengths in receptive language in young children with fragile X has many implications for educational and treatment strategies… to furnish rich and meaningful opportunities to learn and practice expressive activities” (p.215). One example strategy is the use of visual representation systems as discussed by Susan Stokes (n.d.) in her article “Assistive Technology for Children with Autism.” Such visual representation systems include objects, photographs, realistic drawings, line drawings, written words and other graphic symbols to help nonverbal children communicate. For many of these children their receptive skills are quite strong, resulting in the ability to remember many different symbols and pictures of everyday objects and thus being able to communicate by choosing which picture represents their specific need at any given time.

To create an even stronger connection between these children and the instructional technology, in this example printed pictures, the different factors associated with the wide variety of pictures available must be examined. These factors include: color verses black and white, line drawing or symbols verses realistic photographs and other visual features such as shape, texture and size. In the 2009 article “Recognition and Use of Line Drawings by Children with Severe Intellectual Disabilities: The Effects of Color and Outline Shape, author Jennifer Stephenson cites Dixon’s (1981) findings that children with intellectual disabilities ability to match objects to photos was improved when the photo was cut into the actual shape of the object resulting in an even greater connection to the real object. This finding is a specific example of the many different variables that are associated with successful connection of children with FXS to the assistive instructional technology that best matches their abilities.

Some specific types of assistive instructional technologies for the facilitation of verbal and nonverbal communication are: the Picture Exchange Communication System (PECS), hardware such as Assistive Technology (AT) speech generating devices or Voice Output Communication Aids (VOCAS) like DynaVox Maestro, Go Talk Pocket, digital picture boards such as MyVoice and software programs such as Picture This and Boardmaker by Mayer-Johnson. These examples represent a range of low to high technology that may be used to help facilitate verbal and nonverbal communication for children with FXS, Autism, Attention Deficit Disorders and other development and spectrum disorders.

For children who have some form of verbal communication, helping them to better articulate their wants and needs is very important. According to Guess, Benson, & Siegel-Causey (1985), “Without an effective means of communication, individuals with moderate and severe intellectual disabilities can experience the phenomenon of learned helplessness” (as cited in Pinto, Simpson and Bakken, 2009). This learned helplessness can have an effect on all areas of their lives. Karen Banks (2010) author of the article “Autism Augmentative Communication & Assistive Technologies” writes that communication lays an important foundation for individuals with autism [FXS and other spectrum disorders] to succeed in their lives. In addition, it plays a vital role in social and personal development. Matching an individual with an assistive instructional technology is an important foundational stone toward building quality of life and realization of potential. Along with learned helplessness, children can also experience frustration if their attempts at connecting with others are consistently ineffective. Simply because these children may not have full capacity at expressing themselves does not diminish their need to be heard.

For children with no form of verbal communication, it is also important to provide them the best tools that can be offered; so they may be successful in communicating their wants and needs. The use of assistive instructional technologies can open up ways of communication for these children who have no voice. “This inability to express themselves as others does not indicate that these individuals have nothing to say, nor does it diminish their need and right to communicate…” (Pinto et al., 2009, p.99). It should be universally understood that just because they cannot speak does not mean they have nothing to say, nor does it mean that they cannot understand. Kelli Ngariki (2010), mother of two boys with FXS and author of the article “To Understand, To Be Understood: The Power of Augmentative Communication” discusses that she has used a combination of communication aids such as sign language, the Picture Exchange Communication System (PECS), picture schedules, interactive computer programs and MyTalk on iPod to help her sons establish better communication. She goes onto state, “Most parents and speech language pathologists who have used augmentative/alternative communication (AAC) with children see it as a bridge to verbal communication” (p.26). The Picture Exchange Communication System (PECS) is just one example of a widely used low tech instructional technology that is proven to help build important bridges for nonverbal children to achieve verbal communication.

The Picture Exchange Communication System (PECS) was developed in 1985 by Andrew S. Bondy, Ph.D. & Lori Frost, M.S., CCC/SLP. It is an alternative form of communication typically used with children who are nonverbal. “The PECS teaching protocol is based on B.F. Skinner’s book, Verbal Behavior, such that functional verbal operants are systematically taught using prompting and reinforcement strategies that will lead to independent communication” (What is Pecs?, n.d.). The Delaware Autistic Program was the first to implement PECS and since then it has received worldwide recognition for its unique foundational aspect of focusing on the initiation component of communication. It was created with everyday families, educators, care givers and therapists in mind (What is Pecs?, n.d.). PECS is simple to use, inexpensive and readily adaptable to many settings and circumstances.

By design PECS is the “exchange of the icon as a form of communication, not the picture itself” (Autism-Help, 2008, n.p.). PECS uses picture images, usually graphics or line drawings but realistic picture may also be used, and typically starts with desired images such as food or toys. PECS then moves through six stages: Phase 1”How to Communicate” teaches the student to spontaneously request an item by exchanging a picture with a “communicative partner”, Phase 2 “Distance and Persistence” teaches the child to generalize the new understanding to apply to other objects and activities, Phase 3 “Picture Discrimination” teaches the student to select two or more pictures from a binder or Velcro strip to intentionally build to more complex sentences, Phase 4 “Sentence Structure” encourages the construction and use of sentences using the “I want” picture and pairing it with the picture of the want or need, Phase 5 “Answering Questions” teaches the student to use PECS to answer the question “What do you want?”and finally Phase 6 “Commenting” encourages the student to comment when asked questions such as “what do you see?” or “what do you hear?”(Autism-Help, 2008; What is Pecs?, n.d.). PECS is not an immediate process but rather can take months to implement. However, it is a proven effective and successful means of communication. In a study done by Schwartz, Garfinkle and Bauer (1998) results found that all 31 children in the study learned to use the system in an average of 14 months. In addition, 44% of the children showed an increase in spoken language (as cited in Pinto et al., 2009, p.100). PECS is just one example of an easily accessible and applicable instructional technology that can help children with FXS communicate.

Hardware such as Speech Generating Devices (SGD) or Voice Output Communication Aids (VOCAS) have proved to be successful in helping generate communication. These options vary from the lower tech systems such as PECS and sign language because they provide the child their “missing” auditory voice. They are also more universally understood, since they verbalize the child’s want or need to the parent, family member or teacher making it unnecessary for them to have to learn special skills associated with other options in order to interpret the child’s needs (Missouri Assistive Technology Advisory Council, n.d.). In addition, experts who have implemented such devices, have found other positives such as, the devices only requiring simple motor movements to operate and these devices can help preempt difficult behavior and other communication frustrations due to them being quick and consistent means of expression (Missouri Assistive Technology Advisory Council, n.d.). Some specific types of SGD’s or VOCAS are DynaVox Maestro, Go Talk Pocket and thedigital picture board MyVoice.

The DynaVox Maestro gives a variety of image pages designed in a familiar computer keyboard layout. When the user pushes the picture symbol that reflects what they want or need it is translated through the device and into spoken words. The Maestro also contains a camera for individuals to take their own images, providing an even more personal connection to their communication. Go Talk Pocket is shaped similar to a smart phone. “It is lightweight, rugged and conveniently pocket sized…it has six message keys with five levels that give the user a variety of communication options” (Autism Speaks, 2005-2011). While some of these devices can be quite expensive, most are affordable, convenient and easy to use.

MyVoice was designed by parents with an autistic daughter. In their About Us statement titled Our Story they state:

We experimented with many different methods of communication, from sign language to icon boards, and none were satisfactory… they all suffered from the same flaw: they required an abstract connection between a thing and a concept that our daughter wasn’t getting. A picture board solved this to some degree but was neither portable nor easily modifiable. Enter MyVoice. It allowed us to create a “digital” picture board as well as let her hear the phrase spoken every time she requested something (MyVoice, 2011, n.p.).

This personal example not only highlights the importance of matching each child to the specific technology that best works for them, but also shows that the child’s range of cognition must be taken into account. Not all children can make the abstract connection between something and its matching concept. MyVoice was specifically designed to help these non-verbal, lower cognitive children communicate their wants and needs. “It is the digital big brother of a “picture board” a communication method that has been shown to work extremely well with many non-verbal children” (MyVoice, 2011). It is also readily available to use on multiple devices such as Galaxy Tab, Android, iPhone, iPad and iPod.

Picture software programs such as Boardmaker and Picture This by Mayer-Johnson, have also proven very successful in helping aid communication. This software is currently utilized in schools and by teachers, parents and other professionals. Boardmaker software offers a 3,000 Picture Communication Symbols (PCS) library in either black and white or color (Stokes, n.d.). These pictures can be accompanied by written words or messages and can be resized to fit the user’s preference. Boardmaker helps produce and design printed materials such as communication boards and schedules. The user can choose the topics, symbols, labels, colors, borders, languages and more to aid in the progress of successful communication (Boardmaker Product Overview, 2011). In contrast to Boardmaker, Picture This software allows for the use of real photos. Picture This works with Boardmaker as an additional or accompaniment tool. This software provides thousands of realistic, clear and simple-to-use images to help individuals communicate for those who prefer realistic representations.

Conclusion

Many assistive instructional technology options are available to help facilitate communication for children with Fragile X. The Picture Exchange Communication System (PECS), Speech Generating Devices (SGD) or Voice Output Communication Aids (VOCAS) like DynaVox Maestro, Go Talk Pocket, digital picture boards such as MyVoice and software programs such as Picture This and Boardmaker by Mayer-Johnson are just a few of them. It is important to connect the child to the right assistive instructional technology that best meets their functioning level and personal needs. Once this match is made, children who previously had no way of communicating or had continued frustrations at their level of communication being continuously misunderstood will be able to establish new levels of self confidence, independence and self expression.

Stephenson, J. (2009). Recognition and Use of Line Drawings by Children with Severe Intellectual Disabilities: The Effect of Color and Outline Shape. AugmentativeAnd Alternative Communication, 25(1), 55-67. doi: 10.1080/07434610802602810

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As an instructional designer my focus is the design and development of effective online instruction, interactive learning objects, instructional alignment and the visual aspects of instructional materials. Specifically, how the inclusion of visuals within instruction can help facilitate learning.